EFFECTIVE TEACHING STRATEGIES AND MOTIVATED LEARNERS CREATE AN AUTONOMOUS CLASSROOM

This paper addresses the issue of how to enhance motivation in tertiary level EFL learners to lead them towards achieving independence in learning. Based on a case study at the Global College of Engineering and Technology, Muscat, Oman, it critically examines the scope of application of John Keller’s ARCS model that exhibits four steps for enhancing learners’ motivation - Attention, Relevance, Confidence, and Satisfaction. It recounts how these motivational techniques have been used in classrooms and how each of these steps has enhanced the learners’ self-confidence and their interest in learning the language. The paper argues that efficient use of ARCS model can transform extrinsic motivation into intrinsic one. It recommends that educators should adopt the ARCS model to sustain learners’ interests and accomplishments of the set learning objectives. It makes students reach a level where they begin to take charge of their learning, resulting in strong learner-teacher autonomy in language acquisition. Key Words: Keller's ARCS model, Foundation program students, Index Terms-motivation

A Scenario of the Formative E-assessment Based on the ARCS Model: What Is the Impact on Student Motivation in Educational Context?

The purpose of this research is to measure the motivation of nursing students, option: multi-skilled nurse (n=58), following their participation in an e-learning activity in the form of formative quizzes. The pedagogical scenario was based on Keller's ARCS motivation model. Data were collected through the IMMS questionnaire adopted from the ARCS model. The results show that the students were motivated by the e-learning activity (mean score = 4.22±, 51091), and that the motivation variables studied correlated positively with the overall motivation score (p-value < .001). Through this research, it was found that an instructional scenario based on the ARCS model had a positive impact on students' motivation for e-learning, thus encouraging allied health educators to design educational tools that can motivate nursing students.

Optimalisasi Model ARCS dalam Pembelajaran Tematik Untuk Meningkatkan Motivasi Belajar Peserta Didik di MI At-Taqwa Bondowoso

This study aims to explain the optimization of the ARCS learning model as an effort to increase the learning motivation of students, especially in thematic learning at MI At-Taqwa Bondowoso. The method used is qualitative with a descriptive qualitative approach, while the type of research used in this research is field research. The data collection techniques used interviews, observation, and documentation. Data analysis used was condensation, data presentation, and verification. And the validity of the data uses triangulation of sources and techniques. The results of this study indicate (1) Thematic Learning Problems at MI At-Taqwa Bondowoso, namely: Teachers are less biased in utilizing learning media, so that the only sources used are textbooks, classroom learning is only centered in the teacher, the students' lack of interest in the learning process, so that students do not pay attention to the teacher who teaches. (2) The application of the ARCS model in thematic learning at MI At-Taqwa Bondowoso, namely: The implementation of the ARCS model was carried out by teachers with several methods and strategies such as modeling the way strategy and also contextual teaching and learning, ARCS Model as an alternative solution in learning for increasing students 'learning motivation is able to stimulate students' enthusiasm in thematic learning. Keywords: ARCS Model; Thematic Learning; Motivation to Learn Penelitian ini bertujuan untuk menjelaskan optimalisasi model pembelajaran ARCS sebagai upaya meningkatkan motivasi belajar peserta didik khususnya dalam pembelajaranTematik di MI At-Taqwa Bondowoso. Metode yang digunakan adalah kualitatif dengan pendekatan kualitatif deskriptif, sedangkan jenis penelitian yang digunakan dalam penelitian ini adalah penelitian lapangan (field research). Adapun teknik pengumpulan data menggunakan wawancara, observasi, dan dokumentasi. Analisis data yang digunakan yakni kondensasi, penyajian data, dan verifikasi. Dan keabsahan datanya menggunakan triangulasi sumber dan teknik. Hasil penelitian ini menunjukkan (1) Problematika Pembelajaran Tematik di MI At-Taqwa Bondowoso, yaitu: Guru kurang biasa memanfaatkan media pembelajaran, sehingga sumber yang dipakai hanya buku ajar saja, Pembelajaran di kelas hanya berpusat pada guru, Kurangnya ketertarikan peserta didik dalam proses pembelajaran, sehingga peserta didik tidak memperhatikan guru yang mengajar. (2) Penerapan model ARCS dalam pembelajaran tematik di MI At-Taqwa Bondowoso, yaitu: Penerapan model ARCS dilakukan oleh para guru dengan beberapa metode dan strategi seperti strategi modeling the way dan juga contextual teaching and learning, Model ARCS sebaga solusi altenatif dalam pembelajaran untuk meningkatakn motivasi belajar peserta didik mampu merangsang semangat peserta didik dalam pembelajaran tematik. Kata Kunci: Model ARCS; Pembelajaran Tematik; Motivasi Belajar

PENGEMBANGAN MODUL PELATIHAN PENGENALAN DASAR BAHASA PEMROGRAMAN JAVA DENGAN MODEL ARCS

1048 / 5000 Translation results The introduction of programming languages ​​to students is very rare. As a solution for the introduction of programming languages ​​for students is to hold training and workshops for students. The training module was developed by applying the ARCS (Attention, Relevance, Confidence and Satisfaction) model with the aim of increasing students' motivation to learn programming languages ​​further. The resulting module was applied to the training carried out for students of SMA Negeri 10 Jambi City. There were 30 participants, consisting of grade 10 and grade 11 students. Participants were mentored by 4 instructors who were also observers. The ARCS model can be used as a reference in developing Java programming training modules with the aim of motivating and enthusiastic students. The module has been used in basic java programming training at SMA 10 Jambi City, with observations (scale 100), for an average student attention of 91.25, participation 94, persistence 93.25, task completion 83.25, and activeness 93.5.

Assessment of a Location-Based Mobile Augmented-Reality Game by Adult Users with the ARCS Model

In mobile augmented reality (MAR) games, learning by doing is important to supplement the theoretical knowledge with practical exercise in order to maximize the learning outcome. However, in many fields, the users are not able to apply their knowledge in practical ways, despite having achieved a good understanding of the theoretical fundamentals and this is even more important to adult learners. The aim of this research is to examine young, middle-aged and elderly adults’ opinions about the location-based MAR game Ingress, by applying John Keller’s “ARCS learning motivation model” (Attention, Relevance, Confidence and Satisfaction). The users’ responses to closed questions related to Ingress were collected from 45 adult players aged 20–60 from Greece and were subsequently analyzed by means of pre- and post-quantitative measures of the four ARCS factors. The results show that: (a) game training improves all the factors of ARCS, primarily attention and satisfaction; (b) the responses of young people (20–35) agree more with those of elderly adults (>52) than with those of the intermediate age group of 36–51. Our findings, therefore, highlight the potential and the applicability of the ARCS model in MAR games.